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Lesson overview
BUILD · Science · Week 7B · Do

Build a Food-Source Chain

🎯 Learning objective: I can build and explain a simple food-source chain showing that animals obtain food by eating.
✅ Success criteria
  • Put organisms in a sensible food-source order.
  • Use arrows consistently and explain what they mean.
  • Respond to feedback by repairing an incorrect link.
ArrivalStarterI DoWe DoI Do 2We Do 2IndependentExit
🧪 Habitat Link Lab⏱ 40 minutes🔁 Live Lundy loop
🌿🐛🐦 PLANTCATERPILLARBIRD →→ANIMALS OBTAIN FOOD BY EATING
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
BUILD starts with safe participation and a familiar adult.
⏱ 3 min
🚪 Arrival · retrieve last lesson
Retrieve the actual previous lesson: W7A — animals obtain food by eating; plants can make their own food; animal needs differ.
New to this class, or not sure? Everything you need is in the box above — read it, then answer.
◆ Supported

1 · Last lesson: Match rabbit → grass.

2 · Last week: Place one card into a food group.

3 · Older learning: Point to a job food does for a body.

4 · Lead-in: Cards: grass, rabbit, fox. Point to what the rabbit eats.

▲ Standard

1 · Last lesson: Complete: animals get food by ___.

2 · Last week: Name three food groups.

3 · Older learning: Name two food jobs.

4 · Lead-in: Say what links the rabbit and the fox.

★ Stretch

1 · Last lesson: Explain one plant/animal food-source difference.

2 · Last week: Explain why a model plate shows a range across groups.

3 · Older learning: Explain why one food type rarely covers every job.

4 · Lead-in: How could you show who eats what as one picture? Say your idea.

Arrival retrieves. It does not assume today’s new concept.
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Predictable retrieval; if access is blocked, change the mode before increasing demand.
⏱ 3 min
🌱 Starter · create the need to know

🔍 Today’s puzzle

Three cards: plant, caterpillar, bird. How could you arrange them to show who gets food from whom? Commit an order before arrows appear.

FRAME 1 / 4
ORDER THE CARDS
Pause whenever pupil Voice changes what should happen next.
FRAME 2 / 4
MAKE THE LINK MEANING CLEAR
Pause whenever pupil Voice changes what should happen next.
FRAME 3 / 4
ADULT ASKS ONE QUESTION
Pause whenever pupil Voice changes what should happen next.
FRAME 4 / 4
REPAIR OR DEFEND THE MODEL
Pause whenever pupil Voice changes what should happen next.
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Pupil Voice opens the new question before the teacher supplies the explanation.
⏱ 4 min
👩‍🏫 I Do · picture first
🧠 Watch the thinking — picture first, words after the idea lands.
🔤 Key wordsRELATIONSHIPhow two living things are linkedREVISEchange after checking evidenceFOOD CHAINlinked feeding relationships
Word help shows an everyday bridge under each scientific word — the scientific word always stays. TA route: say the bridge, then fade it as the pupil uses the formal term.
STEP Build plant → caterpillar → bird with worded arrow labels so meaning never depends on arrow direction alone.
STEP Say what each animal obtains food from.
STEP Show an incorrect chain and model how evidence repairs it.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Teacher models; support staff watch regulation, access and the moment the idea lands.
⏱ 4 min
🤝 We Do · everyone commits
Commit before reveal: Why is the plant placed at the start of this simple food-source chain?
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Adult genuinely receives the response; the next explanation/question/scaffold changes because of it.
⏱ 3 min
👩‍🏫 I Do 2 · connect the second idea
🧠 Watch the thinking — picture first, words after the idea lands.
STEP Model a pupil re-attempt after adult Audience: ‘You linked owl to grass — what does an owl actually eat in this model?’
STEP Change only the inaccurate link, not the whole pupil product.
STEP Model a stretch question: what might happen if one food source becomes unavailable?
✅ What this model helps us see

The model helps us follow the food links and find the wrong one.

⚠ What this model does not show

It is not a full food web. One simple chain cannot prove what a real habitat would do.

🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Teacher models; support staff watch regulation, access and the moment the idea lands.
⏱ 4 min
🤝 We Do 2 · interactive lab
Interactive exploration: predict → manipulate → explain → adult receives → next move.

🌿 Habitat Link Lab

CHOOSE A CARDCOMMIT ITS PLACECHECKEXPLAIN
Arrow meaning: read the finished chain in words — food source → animal that eats it. The words carry the meaning, not the arrow alone.

1 · Choose a card. 2 · Press its place in the chain. Every control is a button — no dragging.

Choose one card. The supplied evidence on the card tells you its place.
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Adult genuinely receives the response; the next explanation/question/scaffold changes because of it.
⏱ 15 min
✏️ Independent · evidence of learning

✏️ Independent product / demonstration

Habitat Link Lab. Build a food-source chain. Use three or four cards. Then explain every link in it. An adult will ask you one question. Check your chain again. Say it is right, or fix it.

🧪 PRACTICAL READY · HANDS-ON WHERE IT SERVES THE OUTCOME
EquipmentPlant/animal cards; arrow labels; habitat mat; magnets/sticky tack; optional camera/voice capture.
Safety / sensoryUse non-graphic examples. No live animals or food handling needed.
Evidence targetYour finished chain and your words to an adult. The link you fixed, a photo, or your voice.
15 minutes. Supported / Standard / Stretch are routes, not fixed identities.
◆ Use a chain of three cards. The arrow labels have words on them. Pick from two cards each time.
Keep the arrow meaning in printed words. The adult points to one link at a time.
Fade it: remove the first prompt no longer needed.
▲ Build a chain from a mixed set of cards. Then explain each link.
For each arrow say: ‘___ gets food by eating ___.’
Fade it: remove the first prompt no longer needed.
★ Build two chains that link up. Or take one food source away. Then say what the chain evidence suggests could happen next. A model suggests — it cannot prove.
Say which animal depends on which food. Do not just list learnt words.
Fade it: remove the first prompt no longer needed.
1 · Pupil decisionchoice, prediction, plan or classification
2 · Observable Sciencesort, model, demonstration, result or re-attempt
3 · Pupil meaningexplanation, justification or changed response
BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Pupil authors a choice, model or demonstration; staff fade prompting and receive the Science.
⏱ 4 min
🎫 Exit · adult Audience closes BUILD
◆ Supported

What does the rabbit get food from in the model?

▲ Standard

Explain one link in your chain.

★ Stretch

Say what the chain evidence suggests could happen to one animal if its food source was gone.

🔁 BUILD Lundy close

The pupil responds in a workable modality. The adult genuinely receives it — reads, listens or watches, and names back the Science they heard. The adult then calibrates the next learning move.

No extra pupil-written closure line is required for BUILD. If local policy uses an R code, it only belongs after genuine Audience; this file never adds it automatically.

BUILD Voice can be
☝ point / choose🗣 say / sign🧩 demonstrate / model✍ write / draw🔁 re-attempt
You can change how you answer. The Science goal stays the same.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
BUILD closes through genuine adult Audience. Influence is the next calibrated learning move.
🧑‍🏫 SUPPORT STAFF · THIS SLIDE

ONE SCIENCE RULE

Audience first: hear the pupil’s meaning before correcting the arrow or card.

Priority now

Move learning forward

Least prompt first
waitself-promptvisual cuegeneral verbalspecific verbalmodeldirect support

Move right only as needed, then fade back left. Support level records access. It does not define ability.

🔁 BUILD LIVE FEEDBACK–RESPONSE LOOP

Response changes what happens next

SPACECo-regulation, familiar adult, time, sensory tools, no public comparison.
VOICEPoint, sign, say, demonstrate, re-attempt, edit or authorised short clip.
AUDIENCEAdult genuinely watches/listens/reads and names back what was received.
INFLUENCECalibrate the next try, instruction, regulation choice, question or scaffold.

Choose the teaching move

Listen first. The response decides the next teaching move.

Uploaded-policy code reference · staff side

VF · verbal feedbackWS · worked with supportI · independentNS+ · one next stepE · evidenceR · responded / Audience happened// · self-edit? · read this back

This lesson stores no code or pupil response. R is never automatic and only follows genuine Audience.

BUILD Science W7B · Build a Food-Source Chain

Name: _______________________________   Date: ______________________

New to this class, or not sure? Everything you need is in the Retrieval box below — read it, then answer.

Learning objective: I can build and explain a simple food-source chain showing that animals obtain food by eating.

Model: helps us see — The model helps us follow the food links and find the wrong one. Does not show — It is not a full food web. One simple chain cannot prove what a real habitat would do.

Previous lesson retrieval: W7A — animals obtain food by eating; plants can make their own food; animal needs differ.

Arrival (Supported forms): 1) Match rabbit → grass.  2) Place one card into a food group.  3) Point to a job food does for a body.  4) Cards: grass, rabbit, fox. Point to what the rabbit eats.

Supported

◆ Use a chain of three cards. The arrow labels have words on them. Pick from two cards each time.

Keep the arrow meaning in printed words. The adult points to one link at a time.

Standard

▲ Build a chain from a mixed set of cards. Then explain each link.

For each arrow say: ‘___ gets food by eating ___.’

Stretch

★ Build two chains that link up. Or take one food source away. Then say what the chain evidence suggests could happen next. A model suggests — it cannot prove.

Say which animal depends on which food. Do not just list learnt words.

Evidence target

Your finished chain and your words to an adult. The link you fixed, a photo, or your voice.

Exit + BUILD Audience

Supported: What does the rabbit get food from in the model?

Standard: Explain one link in your chain.

Stretch: Say what the chain evidence suggests could happen to one animal if its food source was gone.

Adult Audience: the adult truly receives the response. The adult says back the Science they heard or saw. Then the adult picks the next learning move. No pupil signature is needed.

Evidence capture sheet · W7B · Build a Food-Source Chain

Date: ____________________   PUPIL / EVIDENCE ID: ____________________

Learning objective: I can build and explain a simple food-source chain showing that animals obtain food by eating.

Optional one-page capture. Point, say, draw or have an adult scribe — writing is never required. This sheet adds to the tiered pack; it never replaces it.

My decision

What I observed

Evidence I used

What the evidence means

What I changed after checking

Audience — who received it

What changed because of my voice

Teacher / TA comment